If, then, the library is equally conservative, if the librarian and the trustees look upon their books as too sacred or too precious to be handled by boys and girls, the desired cooeperation will never be attained. In beginning the desired work the librarian must have a well-defined idea of what is to be done and how. There should be a well-defined line of differentiation between material which the school should furnish and that properly belonging to the library province. Of course all text-books, all supplementary reading matter for classroom use, all ordinary reference books, should be furnished by the school authorities. But the more extensive and the more expensive dictionaries, gazetteers, cyclopedias, and books for topical reference cannot be so furnished. If they are to be used by public school pupils, the library must supply them, and make access to them as easy and as pleasant as possible. It is within the scope of the library to improve the taste in reading among the pupils of the schools by compiling lists of the best books upon the shelves, and distributing these lists to the pupils. Such lists may be classified as suitable to different grades or ages, or by subjects, as, History of different countries or epochs, Biography, Travels, Nature work, Fiction, etc. The possible good that may be achieved in this way is immeasurable. Although, according to Dogberry, to write and read comes by nature, we must remember that a taste for good reading is not innate but acquired, and that it is not ordinarily acquired under unfavorable conditions. To ensure the acquirement of this taste by the child, good reading must be made as accessible as the bad, the librarian and the teacher must conspire to put good reading, interesting reading, elevating reading in his way. The well-read person is an educated person. The taste for good reading once acquired is permanent. There is little danger of backsliding. It grows with indulgence. One writer says: No man having once tasted good food or good wine, or even good tobacco, ever voluntarily turns to an inferior article. So with our reading habits; a taste for good reading once acquired becomes a joy forever. Teachers do not realize, as does the librarian, the low tone of the reading taste of the community. When they fully understand this, together with the fact that the acquirement of a reading habit and a love for good literature are largely dependent, in a majority of cases, upon the public school training, then will the librarian have to bestir himself to supply the demand for good books made by the school.